Professional Documents
Culture Documents
Where Are You On Your Journey From Good To Great?
Where Are You On Your Journey From Good To Great?
Where Are You On Your Journey From Good To Great?
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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A great organization is one that makes a distinctive impact and delivers superior performance over a long period of time.
For a business, performance principally means nancial results, specically return on invested capital. For a social sector
organization, on the other hand, performance must be assessed rst and foremost relative to the organizations mission,
not its nancial results. Notice that by this denition that you do not need to be big to be great. Your distinctive impact
can be on a local or small community, and your performance can be superior and long-lasting without becoming large.
You might choose to grow in order to have a wider impact and to better deliver on your mission, but it is important to
understand that big does not equal great, and great does not equal big.
We derived these principles from a matched-pair research method, wherein we systematically analyzed companies that attained greatness during a particular phase of their histories in contrast to carefully selected comparison companiescompanies facing nearly identical circumstancesthat failed to attain greatness during the exact same historical eras.
Good-to-Great Cases
Inflection Point
Comparison Cases
Matched-pair Selection
(Comparable cases at the
moment of inflection)
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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LEVEL 5 LEADERSHIP
The key is to recognize that the good-to-great principles are not a denition of greatness, but rather they represent a
series of principles for how to achieve greatness; they are input variables, not output variables. The rst step in your
never-ending journey from good to great is to be clear on the two sides of the diagram below, rigorously implementing
the left side of the page and rigorously assessing your results on the right side of the page.
BY APPLYING THE GOOD TO GREAT FRAMEWORK YOU BUILD THE FOUNDATIONS OF A GREAT ORGANIZATION
INPUT PRINCIPLES*
OUTPUT RESULTS
Level 5 Leadership
First Who, Then What
* See a summary of the concept denitions on the next page for a brief denition of each concept.
** The principles in Stages 1-3 derive from research for the book Good to Great by Jim Collins; the principles
in Stage 4 derive from the book Built to Last by Jim Collins and Jerry I. Porras.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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Our research shows that building a great organization proceeds in four basic stages; each stage consists of two
fundamental principles:
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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Individual
Worksheets
Good to Great Diagnostic Tool
Developed by Jim Collins
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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LEVEL 5 LEADERSHIP
Grade:
(A, B, C, D, F)
The leaders who sit in the most powerful seats in our organization are ambitious rst and foremost for
the cause, the organization, the worknot themselvesand they have an iron will to do whatever it
takes to make good on that ambition.
The leaders who sit in the most powerful seats in our organization display an ever-improving track record
of making Level 5 decisions decisions that prove best for the long-term greatness of the company and
its work.
The leaders who sit in the most powerful seats in our organization practice the window and the mirror.
They point out the window to people and factors other than themselves to give credit for success. When
confronted with failures, they look in the mirror and say, I am responsible.
While some members of the leadership team might be charismatic, this is not the primary source of their
effectiveness. They inspire others primarily via inspired standardsexcellence, hard work, sacrice, and
integritynot with an inspiring public persona.
Grade:
(A, B, C, D, F)
Our culture values substance over style, integrity over personality, and results over intentions.
Members of our leadership team dialogue and debate in search of the best answer (not for the sake of
looking smart or winning a point) up until the point of decision.
Once a decision is made, members of the team unify behind the decision to ensure successeven those
who disagreed with the decision.
We cultivate leaders who have all ve levels in the Level 5 hierarchy, as laid out in Good to Great: highly
capable individuals, strong contributing team members, competent managers, effective leaders, and
Level 5 executives.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 7
Grade:
(A, B, C, D, F)
We are rigorous in our selection process for getting new people on the bus.
We invest substantial time in evaluating each candidate, making systematic use of at least three
evaluation devices, e.g., interviews, references, examination of background, meeting members of the
family, testing.
When in doubt, we do not bring the person on the bus; we have the discipline to let a seat go unlled
taking on extra work as neededuntil we have found the right person. If we are in a tenure system,
we do not grant tenure unless we are 100% certain the individual is an exceptional permanent member.
We do an exceptional job of retaining the right people on the bus; we perpetuate our good decisions
for a very long time.
First WhoDiagnostic, Part 2:
Get the right people in the right seats.
Grade:
(A, B, C, D, F)
We have 100% of the key seats on the bus lled with the right people. This doesnt mean 100% of ALL
seats have the right people, but 100% of the key seats. (Note: this will likely provoke discussion as to
what are the key seats.)
When we think we have a potential wrong who, we rst give the person the benet of the doubt
that perhaps we have just put him or her in the wrong seat.
Whenever possible, we give a person the chance to prove himself or herself in a different seat, before
we draw the conclusion that he or she is a wrong person on the bus.
Grade:
(A, B, C, D, F)
When we know we need to make a people changeafter we have given the individual full opportunity
to demonstrate that he or she might be the right personwe deal with the issue.
When we correct a people selection mistake, we are rigorous in the decision, but not ruthless in the
implementation. We help people exit with dignity and grace so that, later, the vast majority of people
who have left our bus have positive feelings about our organization.
We autopsy our hiring mistakes, applying the lessons systematically to future hiring decisions.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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Grade:
(A, B, C, D, F)
When confronted with any problem or opportunity, our natural habit is to translate the decision from a
what question (what should we do?) into a who decision (who would be the right person to
take responsibility for this?).
A signicant portion of our time is spent in one form or another with people decisions: getting the right
people on the bus, getting the right people in the right seats, getting the wrong people off the bus,
developing people into bigger seats, planning for succession, etc.
We have a disciplined, systematic process for improving our success at getting the right people on the bus.
With each passing year, the percentage of people decisions that turn out good versus bad continues to rise.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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Grade:
(A, B, C, D, F)
When things go wrong, we conduct autopsies without blamewe seek to understand underlying
root causes, rather than pin the blame on an individual.
Our leaders ask a lot of questions, rather than just making statements, thereby creating a climate of
vibrant dialogue and debate about the brutal facts.
Our leaders do not allow their charisma or force of personality to inhibit people from bringing forth
the brutal factseven if those brutal facts run contrary to the views held by those leaders.
People in our culture are never penalized for bringing forth the brutal facts.
Confront the Brutal Facts, Part 2:
Get the data.
Grade:
(A, B, C, D, F)
We make excellent use of data, metrics and hard tangible evidence to assess external threats and
internal weakness.
We make particularly good use of trend lines (to see where we are declining) and comparative statistics
(to see where we are falling behind others) to discover and highlight brutal facts.
When people advance a point of view or make an argument, we expect them to marshal evidence,
facts, and rigorous thinking to back up their argument. It is my opinion does not qualify as an
acceptable argument.
When someone has a gut instinct that something is just wrong, we pay attention; instincts can be
good early warning systems. But we dont just stop there: we then conduct a disciplined, fact-based
assessment of the situation.
Grade:
(A, B, C, D, F)
When facing difcult times, we never hold out false hopes soon to be swept away by events.
We are not unrealistic optimists who die of a broken heart when our belief that it will be better
tomorrow gets continually shattered on the rocks of reality.
Despite whatever brutal facts we face, we have an unwavering faith that we can and will prevail
in the end.
We believe that greatness is not primarily a function of circumstance; it is a rst and foremost a function
of conscious choiceand discipline. It is up to us.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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Grade:
(A, B, C, D, F)
If forced to choose between describing us as foxes (crafty creatures that know many things) or
hedgehogs (simpler creatures that know one big thing), we would weigh in with the hedgehogs.
We keep it simple.
We have a simple, coherent strategic concept that we pursue with relentless consistency.
If we have multiple options for how to accomplish an objective, we almost always pick the
simplest option that will work. In other words, at each fork of the road, we tend toward the path
of simplicity, rather than complexity.
Grade:
(A, B, C, D, F)
Our Hedgehog Concept reects deep understanding of the three circles: 1) what we can be passionate
about, 2) what we can be the best in world at, and 3) what best drives our economic or resource engine.
We understand that nothing great can be accomplished without passion, and we limit our primary arenas
of activity to those for which we have great passion.
We know what we can be the best in the world at. While best in the world might be local or
highly-focused, e.g., best in the world at breaking the cycle of homelessness in Indiana or best in
the world at providing nancial services to people in Des Moines, it nonetheless captures what we
can do better than any other institution on the planet.
We understand what best drives our economic or resource engine. If we are a for-prot business, we
have identied our one economic denominatorprot per Xthat has the most signicant impact on
our economics. If we are a social sector organization, we know how best to improve our total resource
engine, so that we can spend less time worrying about money and more time fullling our mission.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
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Grade:
(A, B, C, D, F)
We believe that great results come about by a series of good decisions actions taken with
understanding, not bravadoaccumulated one on top of another, in line with our Hedgehog Concept.
We believe that a great organization that sticks to its Hedgehog will, in the words of David Packard,
have indigestion of too much opportunity, rather than starvation for too little.
We confront the brutal facts of what we canand equally cannotbecome the best in the world at,
and we do not allow bravado to obscure the truth.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 12
A CULTURE OF DISCIPLINE
Grade:
(A, B, C, D, F)
We have the discipline to say No thank you to big opportunities that do not t within our Hedgehog
Concept. A once-in-a-lifetime opportunity is irrelevant if it is the wrong opportunity.
We never lurch after growth for growths sake; we grow consistently within our Hedgehog, period.
We are willing to jettison our core competencies and largest lines of business if we cannot be the best in
the world at them.
We make excellent use of Stop Doing lists.
Grade:
(A, B, C, D, F)
A cornerstone of our culture is the idea of freedom and responsibility within a framework: so long as
people stay within the wide bounds of the framework, they have an immense amount of freedom to
innovate, achieve and contribute.
People in our system understand that they do not have jobs they have responsibilitiesand they
grasp the distinction between just doing assigned tasks and taking full responsibility for the results
of their efforts.
We can answer the question for each signicant activity, Who is the one person responsible?
Our culture is a productive blend of dualities, such as: freedom and responsibility, discipline and
entrepreneurship, rigor and creativity, nancial control and innovative spirit, focused Hedgehog and
adaptable. We see no contradictions in cultural duality; we exemplify the Genius of the And.
Grade:
(A, B, C, D, F)
We do not spend a lot of time motivating our people; we recruit self-motivated people, and provide an
environment that does not de-motivate them.
We do not spend a lot of time disciplining our people; we recruit self-disciplined people, and then manage the system, not the people.
We avoid bureaucracy that imposes unnecessary rules on self-motivated and self-disciplined people; if we
have the right people, they dont need a lot of rules.
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PAGE 13
Grade:
(A, B, C, D, F)
In our culture, people go to extremes to fulll their commitments and deliver results, bordering at times
on fanaticism.
Words like disciplined, rigorous, dogged, determined, diligent, precise, systematic,
methodical, workmanlike, demanding, consistent, focused, accountable, and
responsible describe us well.
We are equally disciplined in good times as in bad times. We never allow prosperity to make us complacent.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 14
Grade:
(A, B, C, D, F)
We understand that building greatness never happens in one fell swoopthat there is no single dening action, no one killer innovation, no seminal acquisition, no breakthrough technology, no savior on a
white horse, no wrenching revolution that can by itself bring about sustained greatness.
We build greatness by a cumulative processstep by step, action by action, day by day, week by week,
year by yearturn by turn of the ywheel.
While some pushes on the ywheel are bigger than others, no single push by itself accounts for the
majority of our momentum; we understand that it requires hundreds of additional pushes to turn any big
decision into a successful decision.
Grade:
(A, B, C, D, F)
When examining our behavior, one word that comes to mind is consistencyconsistency of purpose,
consistency of values, consistency of Hedgehog, consistency of high standards, consistency of people,
and so forth.
Our success derives from a whole bunch of interlocking pieces that reinforce one another, consistently
applied over a long period of time.
We have immense exibility and we adapt well to changebut always within the context of a coherent
Hedgehog Concept.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 15
Grade:
(A, B, C, D, F)
We tend to undersell ourselves, and then delightfully surprise by blowing people away with our
actual results.
We never pump up our reputation with a sales job (buy into our future) to compensate for
lack of results.
We do not sell visions to re people up or take a programmatic or hoopla-laden approach to
alignment.
We understand that when people begin to feel the magic of momentumwhen they feel the ywheel
increase speedis when most people line up to throw their shoulders against the wheel and push.
Grade:
(A, B, C, D, F)
We do not succumb to the lazy, undisciplined search for a single silver bullet solutionbe it a new
program, a motivational event, a sexy technology, a big acquisition, or a savior CEO.
We do not build from 0 to 100 rotations in the ywheel, then stop, lurch in a new direction, lose our
momentum and start anew. We have the discipline to turn the ywheel from 0 to 100, 100 to a
thousand, a thousand to a million, a million to a billion turnsand to not go 0 to 100, 0 to 100,
0 to 100, lurching from new program to new program.
If a new technology advances our Hedgehog, we become a pioneer in its application; if a new
technology does not t, we dont worry too much about itand we certainly dont lurch about in
fearful frantic reaction.
When we look at the Flywheel versus the Doom Loop side-by-side table on pages 183-184 in chapter
8 of Good to Great, we are characterized much more by the ywheel side of the ledger than the
doom loop side.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 16
Grade:
(A, B, C, D, F)
We have a passionately-held set of core values that we adhere to, no matter how much the world
changes around us.
We are honest about what our core values actually are. We dont worry about what outsiders think of
our values; they are for internal guidance, not marketing.
If these core values were to become a competitive disadvantage at some point in the future, we
would still hold them.
We have an enduring purpose or missiona reason for beingthat that goes beyond just
making money.
Grade:
(A, B, C, D, F)
We practice the Genius of the Andcontinuity and change, values and results, cohesion and autonomy, endurance and urgency, and so forth.
We are clear on the difference between our core values (which should never change) as distinct from our
operating practices, cultural norms, goals, strategies, and tactics (which should remain open for change).
While we hold our core values constant, we stimulate progresschange, improvement, innovation,
and renewalin the operating practices, cultural norms, goals, strategies and tactics that surround
the core values.
We understand that if our list of core values is too long, we are very likely confusing core values with
practices and aspirations; we have no more than six values that we consider to be truly core.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 17
Grade:
(A, B, C, D, F)
We have built a culture that so consistently reinforces our core values that those who do not share the
values are ejected like a virus, or they become so uncomfortable that they self-eject.
We promote leaders who live the core values; those who repeatedly breach our values never make it far
or last long in our culture.
We are so consistent with our values that if every conversation, every decision, every action were
videotaped, people watching the tape would be astounded by our consistency and passion for living
to our values.
No matter how much we achieve, we never feel comfortable or feel that weve arrived. Were
obsessively focused on our shortcomingson what we could do better; the term productively
neurotic describes our culture well.
Grade:
(A, B, C, D, F)
We have a remarkable success rate at achieving our BHAGs (big hairy audacious goals); we rarely fall
short of the extreme standards of achievement we set for ourselves.
We understand the difference between a 10-to-25 year BHAGwhich is like a huge mountain to climb
and 5-year intermediate objectives, which are like base camps on the way to the top of the mountain.
We have a 10-to-25 year BHAG in place, which we have broken down into base-camp objectives.
Our BHAGs are set with understanding, not bravadoin direct alignment with the three circles of the
Hedgehog Concept.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 18
Grade:
(A, B, C, D, F)
Our chief leader is a clock-builder, not just a time tellerhe or she is building a system that can prosper
beyond his or her presence.
Our chief leader is building a great team of strong individuals, rather than acting as a genius with
1000 helpers on whom everything depends.
If any individual leader were to disappear tomorrow, our discipline would remain as strong as ever; we
have built a culture of discipline, as distinct from having a larger-than-life disciplinarian at the helm.
We hold our leaders accountable for the success of their successors.
Clock-building, Part 2:
Create catalytic mechanisms.
Grade:
(A, B, C, D, F)
We have red ag mechanisms that bring brutal facts to our attention, and force us to confront those
facts, no matter how uncomfortable.
We set in place powerful mechanisms that stimulate progressmechanisms designed to force us to
continually improve.
Our mechanisms are designed so that people who hold powerand who might want to ignore the
brutal factscannot easily subvert the mechanisms.
We have a mechanism analogous to the council as described in chapter 5 of Good to Great, which
plays a key role in guiding our decisions.
Clock-building, Part 3:
Manage for the quarter century.
Grade:
(A, B, C, D, F)
No matter what short term pressures we faceWall Street, nancial distress, No Child Left Behind,
pressure for a winning seasonwe build for long-term greatness; we manage not for the quarter, but
for the quarter century.
Our leaders measure their own success as much by how their organization performs in the hands of a
successor as by how it fares during their own personal reign.
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PAGE 19
Grade Range:
A = We exemplify this trait exceptionally wellthere is limited room for improvement.
B = We often exemplify this trait, but we also have room for improvement.
C = We show some evidence of this trait, but our record is spotty.
D = There is little evidence that we exemplify this trait, and we have obvious contradictions.
F = We operate almost entirely contrary to this trait.
Delivers Superior Performance:
Grade:
(A, B, C, D, F)
In business, performance is dened by nancial returns and achievement of corporate purpose. In the
social sectors, performance is dened by results and efciency in delivering on the social mission.
Grade:
(A, B, C, D, F)
The organization makes such a unique contribution to the communities it touches and does its work with
such unadulterated excellence that if it were to disappear, it would leave a hole that could not easily be
lled by any other institution on the planet.
Grade:
(A, B, C, D, F)
The organization can deliver exceptional results over a long period of time, beyond any single leader,
great idea, market cycle, or well-funded program. When hit with setbacks, it bounces back even stronger
than before.
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 20
TREND ANALYSIS
Now, assess the trajectory of your organization on each component, using the following scoring scheme:
-2:
-1:
0:
+1:
+2:
INPUT PRINCIPLES
Level 5 Leadership
Trend Score: _____
First Who, Then What
Trend Score: _____
Confront the Brutal Facts
Trend Score: _____
OUTPUT RESULTS
Delivers Exceptional Performance
Trend Score: _____
Makes a Distinctive Impact
Trend Score: _____
Achieves Lasting Endurance
Trend Score: _____
Hedgehog Concept
Trend Score: _____
Culture of Discipline
Trend Score: _____
Flywheel, Not Doom Loop
Trend Score: _____
Preserve the Core / Stimulate Progress
Trend Score: _____
Clock-Building, Not Time Telling
Trend Score: _____
GOOD TO GREAT DIAGNOSTIC TOOL. DEVELOPED BY JIM COLLINS. RELEASE VERSION 1.00. 2006 BY JIM COLLINS. ALL RIGHTS RESERVED.
PAGE 21